Digital tools for the learning of grammatical revision with French L1 learners: Results from a systematic approach study
DOI:
https://doi.org/10.1344/did.46550Keywords:
grammatical revision, French L1, online digital toolsAbstract
French L1 students face difficulties in text revision, particularly in applying grammatical knowledge to their writing and navigating the complexities of French spelling. Online digital learning tools may offer valuable support in overcoming these challenges. What is the real potential of these tools for developing revision skills? To what extent do they help students apply their grammatical knowledge in writing? Based on a study (Arseneau & Geoffre, 2023), we present a systematic approach study that examined 126 digital tools for grammatical text revision in French as an L1, using three main variables: grammatical content, task type, and feedback. The results reveal that the majority of the surveyed tools (92.9%) focus on specific grammatical content (primarily grammatical spelling) and engage users in only one type of task (87.3%). Furthermore, the most crucial tasks for learning text revision –such as identifying and correcting errors– are surprisingly addressed by only a few tools. However, the feedback provided to learners is generally comprehensive, often combining various forms, including metalinguistic explanations or cues (76.2%). The results are discussed considering principles for revision and grammar instruction, along with a reflection on pedagogical implications and on what an “ideal tool” design might look like, potentially incorporating AI.
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